[Assessment 1426] Re: Thurs/Fri Discussion on Working with Youth

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Wendy Quinones teacherwendyq at gmail.com
Thu Sep 18 11:45:09 EDT 2008


This is a topic of particular interest for me, as I am teaching GED this
year. This class always has more young adults than others, and I
particularly dislike working with them -- the younger they are, the less I
like it! After all, I entered ADULT education for a reason.

I find the best ways for a quick reading assessment is oral reading followed
by comprehension questions. Somebody who stumbles badly in oral reading
will be at best a slow reader and probably lose a lot of comprehension;
somebody who's a whiz at oral reading can still miss meaning. Our classes
are leveled, so I shouldn't have anyone below 6th grade this year; last year
all my students were. When we can, we use the DAR, but it is time-consuming
and often neither students nor teachers have the time to give it or the
training to know what to do with the results. Nevertheless, the
NIFL Assessment Strategies and Reading Profiles website is useful:
http://www.nifl.gov/readingprofiles/

My question is, are there other methods that are useful to time-stressed,
relatively untrained teachers like me?

Wendy Quinones

On Thu, Sep 18, 2008 at 9:41 AM, Marie Cora <mariecora at gmail.com> wrote:


> Hello everyone,

>

> Today and tomorrow, subscriber Stephanie Korber will be available to

> further discuss how her program uses various resources and methods to assess

> the young adult students who attend. Stephanie notes that there is a heavy

> emphasis on looking at reading skills, particularly below the 6th grade

> level.

>

> Just so we have somewhat of a structure for our discussion, let's focus on

> diagnostic assessment today, and tomorrow we can focus on formative

> assessment.

>

> I have a few questions to start us off:

>

> Stephanie - can you tell us what other skills areas are looked at when the

> student enters the program, and what resources you might use to assess those

> skills?

>

> Subscribers: please share your own resources and methods for diagnostic

> assessment with this population. Please send your questions for Stephanie

> now.

>

> Everyone: what do you find are the main differences in assessing younger

> and older adults: are there any? If so, what are they? How do you

> address/respond to these differences?

>

> Thanks and looking forward to the discussion.

>

> Marie

>

>

>

> On Tue, Sep 16, 2008 at 9:53 AM, Marie Cora <mariecora at gmail.com> wrote:

>

>> Dear Colleagues,

>>

>>

>>

>> Subscriber Stephanie Korber has agreed to be available this Thursday and

>> Friday to share more about the work that her programs does with Young

>> Adults/Youth. Stephanie's original post from last Monday and the email

>> she sent out shortly thereafter with a list of resources that are regularly

>> used with this population are pasted below for your convenience.

>>

>>

>>

>> Please join us Thursday and Friday (September 18 and 19) to learn more

>> about the Center for Literacy, Inc., their Youth Education services, and

>> activities they use for diagnostic purposes.

>>

>>

>>

>> Please also share your own work with Young Adults – this important realm

>> of adult education is growing and I understand that more and more programs

>> are adding components to work specifically with this population.

>>

>>

>>

>> I can produce a transcript of the discussion and a comprehensive list of

>> any resources shared that can then be accessed by subscribers (and others

>> interested in working with youth and literacy).

>>

>>

>>

>> Thanks – and looking forward to our discussion,

>>

>>

>>

>> Marie

>>

>>

>>

>> Marie Cora

>>

>> Assessment Discussion List Moderator

>>

>>

>>

>> *********************************************************************

>>

>>

>>

>> Good Morning! We run multiple similar programs for the same age group

>> with the same literacy levels here in Philadelphia. We find that

>> assessment of reading skills below a sixth grade level is extremely

>> important in order to provide instruction based on the needs of the

>> individual, as some will need intensive instruction in the foundational

>> reading skills that might not be accurately assessed using the TABE (though

>> we use the TABE for placement and grade level gain increase). For

>> diagnostic purposes we use the Woodcock Johnson Diagnostic Reading Battery.

>> It is a time intensive test (one-on-one administration taking just under 2

>> hours per student) and you must have the appropriate qualifications to order

>> and administer it, but we've found that it provides our instructors with

>> invaluable information about the specific needs of each learner including

>> their silent reading comprehension vs. oral reading comprehension, ability

>> to decode, rate of fluency, reading vocabulary vs. oral vocabulary, etc.

>> It takes about the same time to administer as a qualitative reading

>> inventory (QRI).

>>

>>

>>

>> Our teachers use a broad range of materials and strategies for

>> instruction. In all fairness, I must tell you that we hire certified

>> reading specialists to work with this population. They have been trained

>> to address the needs of this target population so they come with a

>> repertoire of strategies and ideas for materials. I can send you a list

>> of things we commonly use if you'll send me your email address. They

>> include the Bluford series of young adult fiction (low readability, high

>> interest), Wild Side Series, News for You (New Readers Press), and more.

>> Also, I teach an online course through ProLiteracy Worldwide that

>> addressing strategies and materials for young adults. The next offering

>> will be in October, if you are interested.

>>

>>

>>

>> Best,

>>

>> Stephanie

>>

>>

>>

>> Stephanie Korber

>>

>> Director of Youth Education

>>

>> Center for Literacy, Inc.

>>

>> 636 S. 48th Street

>>

>> Philadelphia, PA 19143

>>

>> 215 474 1235 ext. 270 & 219

>>

>> korber at centerforliteracy.org

>>

>>

>>

>> *********************************************************************

>>

>>

>>

>> E3 Center Activities/Teaching Strategies/Programs

>>

>> **

>>

>> *Playing with sounds (phonemic awareness)/Decoding/Word recognition:*

>>

>>

>>

>> AbeCeDarien: www.abcdrp.com

>>

>> Strong Learning Centers Phonics card games www.stronglearning.com or

>> 1-888-3-STRONG

>>

>> LindaMood-Bell: http://www.lindamoodbell.com/

>>

>> REWARDS program: available through Sopris West at

>> http://www.sopriswest.com/

>>

>> Echo/Choral reading

>>

>> Ability to delete, substitute, blend and identify sounds/syllables in

>> isolation

>>

>> Word building through phonics tiles/reading rods/phonics blocks (including

>> non-real words)

>>

>> Word sorting by phoneme (i.e. words with long e sound ee, ea, e consonant

>> e)

>>

>> Spelling patterns (*Month by Month Phonics for Upper Grades* by P.

>> Cunningham and D. Hall)

>>

>> Direct instruction in syllabication

>>

>> Direct instruction on prefixes, suffixes and roots (including chunking

>> unfamiliar words)

>>

>> Context clues

>>

>>

>>

>> *Fluency building:*

>>

>>

>>

>> Quick Reads: http://www.quickreads.org/<http://mail.centerforliteracy.org/exchweb/bin/redir.asp?URL=http://www.quickreads.org/>

>>

>> Reading with expression

>>

>> Dictation exercises

>>

>> Sight word practice

>>

>> Regular tapings of reading with immediate feedback

>>

>> Charting reading progress through timed reading activities calculating

>> words per minute

>>

>> Echo/Choral reading

>>

>> Independent reading

>>

>> * *

>>

>> *Vocabulary building:*

>>

>> * *

>>

>> Vocabulary comics, personal dictionary

>>

>> Cloze activities

>>

>> Pre-reading vocabulary discussion

>>

>> Prefixes, suffixes

>>

>> Latin or Greek root

>>

>> Synonyms, antonyms, homonyms

>>

>> Dictionary practice, expressing definition in own words, and practice

>> using word

>>

>> Prosody

>>

>>

>>

>> *Comprehension:*

>>

>>

>>

>> Activating prior knowledge, predicting, questioning, connecting to text,

>> summarizing,

>>

>> identifying main idea and details, understanding author's purpose, point

>> of view, fact or opinion

>>

>> Tellbacks (verbal, written, oral)

>>

>> Modeling Think Alouds/Developing self-monitoring skills

>>

>> Graphic Organizers

>>

>> Visualizing/Guided Imagery

>>

>> Text rendering

>>

>> Skimming

>>

>> Think-Pair-Share

>>

>> Character Analysis

>>

>> Higher level thinking (evaluative, inferences, making connections to own

>> life, etc)

>>

>>

>>

>> *Writing/Spelling:*

>>

>>

>>

>> Target Spelling by Steck Vaughn: http://steckvaughn.harcourtachieve.com/

>>

>> AVKO Sequential Spelling: www.avko.org

>>

>> Fast write

>>

>> Regular journal (including dialogue journal with peers or instructor)

>>

>>

>>

>> *Use of technology:*

>>

>> * *

>>

>> Typing practice (free programs found online, including

>> http://www.bbc.co.uk/schools/typing/)

>>

>> TV 411: www.TV411.org <http://www.tv411.org/>

>>

>> Publisher

>>

>> HeadSprout: www.headsprout.com

>>

>> Earobics: www.earobics.com

>>

>>

>>

>> *Additional materials used: *

>>

>> * *

>>

>> *Bluford Series* by Townsend Press

>>

>> *News for You*, published weekly by New Readers Press

>>

>> *True Stories* by Sandra Heyer

>>

>> *Critical **Reading** Series* by Jamestown Publishers

>>

>> *Words Their Way* by Merrill/Prentice Hall

>>

>> http://www.literacyconnections.com/WordsTheirWay.php<http://mail.centerforliteracy.org/exchweb/bin/redir.asp?URL=http://www.literacyconnections.com/WordsTheirWay.php>.

>>

>>

>> *Reading Reflex* by Carmen and Geoffrey McGuinness (AbeCeDarien is

>> extension of approach)

>>

>> *A Non-Textbook, Non-workbook Approach to Teaching Language Arts (Grades

>> 4-8)* by James T. Charnock<http://www.amazon.com/s/105-3329271-7356462?ie=UTF8&index=books&rank=-relevance%2C%2Bavailability%2C-daterank&field-author-exact=Charnock%2C%20James%20T.>

>>

>> Real life materials (menus, catalogs, newspapers, etc)

>>

>> Scrabble

>>

>> Movies: Educating Rita, Stand and Deliver, Dangerous Minds, The Ron Clark

>> Story, Follow My Leader, Coach Carter, Take the Lead, Lean on Me, Mr.

>> Holland's Opus, To Sir With Love, Dead Poet's Society, The Emperor's Club

>>

>> * *

>>

>> *Themes observed:*

>>

>>

>>

>> Encouraging active readers

>>

>> Self-monitoring/self evaluation

>>

>> Inquiry!!

>>

>> Reinforcing and building on skills students already possess

>>

>> Transferring fluency skills (intonation, flow, use of punctuation, pace,

>> etc.) to internal voice for silent reading

>>

>> Honoring learning styles through multi-sensory approach

>>

>> Test-taking skills

>>

>> Writing opportunities

>>

>> Thinking beyond the GED

>>

>>

>>

>

>

> -------------------------------

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>

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